Holistic Teaching Evaluation Framework (UVA)
Summary:
This framework describes four primary domains of teaching activity, possible criteria for assessing each activity, and likely sources of evidence demonstrating effectiveness.
In 2022-2023, a working group composed of UVA faculty and pedagogical experts developed this framework capable of guiding formative feedback to instructors about their instructional practices and informing performance evaluations as part of instructors' annual review, contract renewal, tenure, or promotion review processes.
Informed by other established frameworks in the literature, it describes four primary domains of teaching activity, possible criteria for assessing each activity, and likely sources of evidence demonstrating effectiveness. The criteria and sources of evidence presented in the framework are neither prescriptive nor exhaustive. They are simply a jumping-off point to help faculty, departments, and schools imagine a range of possibilities for what effective teaching looks like in their respective domains. Some criteria and sources of evidence will align well with some contexts and less well with others. When considering types of evidence, users should consider both the depth and the scale of teaching activity and ensure they attend to diversity, equity, and inclusion.
UVA Holistic Teaching Evaluation Framework
The following image provides an overview of the framework. There are four primary domains of teaching and each has two to three subdomains describing specific teaching activities associated with the domain. These include:
"Classroom" Teaching: Designing Courses and Materials; Teaching Practices
Non-classroom Teaching: Mentoring Students/Trainees; Directing Students'/Trainees' Work
Reflection and Continuous Growth: Participating in Professional Learning Experiences; Engaging in Reflective Practice
Teaching Service and Scholarship: Serving on Teaching-related Committees; Building Capacity of Colleagues; Developing and Disseminating Teaching Knowledge
The domains and subdomains are described in detail below. For each subdomain, we list activities and criteria that are characteristic of the subdomain and possible sources of evidence. Download or view the following file to preview the framework in a graphically organized format.
Domain: "Classroom" Teaching
“Classroom” teaching includes instructor-designed learning experiences, regardless of instructional modality or location, for example, lecture, seminar, laboratory, studio, field, and study abroad courses, for in-person and synchronous and asynchronous online offerings.
Subdomain (1 of 2): Participating in Professional Learning Experiences
Activities and Criteria
Does the faculty member seek out teaching-related professional learning opportunities?
Activities include, among others:
Participating in teaching workshops, learning communities, institutes, courses, or other related experiences.
Seeking mentoring or coaching from senior colleagues and/or engaging in peer mentoring.
Gaining new content knowledge or skills for the purpose of augmenting, complementing, or expanding course content.
Evidence
Possible sources of evidence include the following:
Annual report
Faculty-reported list of activities
Reflective teaching statement
Teaching portfolio
Coach, mentor, consultant letter or notes
Subdomain (2 of 2): Teaching Practices
Activities and Criteria
How well does the instructor engage students in the classroom, support and advance students’ learning, and foster students’ sense of belonging?
Effective teaching practices have the following characteristics, among others. The instructor:
Presents organized and well-paced lessons that demonstrate intentional planning.
Utilizes instructional strategies (e.g., lecture, discussion, case studies, small group work) appropriate to the learning objectives and encourages participation from a diversity of student learners.
Shows enthusiasm for the subject matter and attempts to make it meaningful to students with diverse interests, abilities, knowledge, skills, and cultural backgrounds.
Continuously assesses students’ learning, provides students constructive feedback, and adjusts teaching to better support students’ progress toward the learning objectives.
Evidence
Possible sources of evidence include the following:
Peer observation notes
Consultant observation notes
Student focus groups
Self-analysis of recorded teaching
Self-reflection on teaching practices
Artifacts of student learning (e.g., essays, tests, problem sets, projects)
Teaching awards (department, school, university, or professional organization)
Student Experiences of Teaching (SET) data
Domain: Non-classroom Teaching
Non-classroom teaching includes formal and informal learning experiences, for example, mentoring and directing individual or small groups of students and other trainees (e.g., postdocs, fellows, residents, graduate students).
Note: It is not unusual for a faculty member to serve as a mentor for a trainee and direct their work at the same time.
Subdomain (1 of 2): Mentoring Students/Trainees
Activities and Criteria
How well does the faculty member engage with students/trainees as a trusted mentor?
Respectful mentoring relationships have the following characteristics, among others. The instructor:
Provides accurate information and advice about a specific discipline and its culture. (N.B. This is not curricular advising, which is often counted as “service”.)
Assists with scholarly and professional goal setting and provides constructive and supportive feedback.
Fosters professional networks and opportunities.
Establishes trusting, caring, and supportive relationships with trainees, enabling their development into successful professionals
Evidence
Possible sources of evidence include the following:
Student/trainee feedback (e.g., personal notes, surveys, letters from previous mentees)
Evidence of student/trainee success (e.g., awards, leadership roles, admission into grad/professional school, landing a desired job, etc.)
Student/trainee’s annual report showing evidence of success and growth
Mentoring awards (department, school, university, or professional organization)
Subdomain (2 of 2): Directing Students'/Trainees’ Work
Activities and Criteria
How successfully has the faculty member been in directing student/trainees in their academic work?[1]
Elements of highly effective direction of student/trainee work might include:
Providing a positive role model.
Conveying expectations for the work, providing regular formative and constructive feedback.
Ensuring the student/trainee acquires the necessary knowledge and skills to succeed in their work product.
Guiding the student/trainee to become an independent researcher/ instructor/clinician.
[1] Academic activities in this section should result in a relevant final product or accomplishment and include, for example, the following:
dissertation/thesis/capstone supervision
postdoc research/teaching supervision
internship/fellowship/in-clinic work supervision
club or other student organization advising (when guiding academic activities)
Domain: Reflection and Continuous Growth
Reflection and continuous growth involve the intentional act of developing and increasing one’s understanding of teaching and learning.
Subdomain (1 of 2): Participating in Professional Learning Experiences
Activities and Criteria
Does the faculty member seek out teaching-related professional learning opportunities?
Activities include, among others:
Participating in teaching workshops, learning communities, institutes, courses, or other related experiences.
Seeking mentoring or coaching from senior colleagues and/or engaging in peer mentoring.
Gaining new content knowledge or skills for the purpose of augmenting, complementing, or expanding course content.
Evidence
Possible sources of evidence include the following:
Annual report
Faculty-reported list of activities
Reflective teaching statement
Teaching portfolio
Coach, mentor, consultant letter or notes
Subdomain (2 of 2): Engaging in Reflective Practice
Activities and Criteria
Does the faculty member reflect on their teaching practice as a process of continuous learning and improvement?
Activities that might involve reflection as an individual, with a partner, or with a small group of colleagues, include, among others:
Engaging in continuous improvement cycles (i.e., collecting evidence on pedagogical performance using data from SETs, student focus groups, in-class observation, etc.; making revisions to instruction; repeating the process).
Revising or redesigning courses.
Seeking peer feedback on teaching practices or material.
Keeping a teaching journal.
Evidence
Possible sources of evidence include the following:
Annual report
Faculty-reported list of activities
Reflective teaching statement
Teaching portfolio or journal
Peer observation or student focus group notes
External consultation
Domain: Teaching Service and Scholarship
Teaching service and scholarship strengthens and enriches teaching and teaching communities at UVA or beyond.
Subdomain (1 of 3): Serving on Teaching-related Committees
Activities and Criteria
Does the faculty member engage meaningfully in supporting teaching activities at the University and beyond?
Activities include, among others:
Serving on or chairing departmental, school, or university-wide committees/working groups/task forces related to teaching (e.g., curriculum, teaching award, assessment).
Establishing or leading teaching-related or pedagogy-focused learning communities.
Contributing to teaching activities in professional organizations.
Evidence
Possible sources of evidence include the following:
Annual report
Learning community outlines and participant feedback
Working group, task force, or committee reports
Documented changes to program, departmental, or institutional teaching practices, policies, or culture
Subdomain (2 of 3): Building Capacity of Colleagues
Activities and Criteria
Does the faculty member support, mentor, or champion colleagues at UVA?
Activities include, among others:
Mentoring UVA colleagues around teaching.
Advocating on behalf of UVA colleagues around teaching (e.g., nominating for teaching awards).
Serving as the “lead teacher” on a large or multi-section course or “residential faculty” for an online course.
Establishing or leading pedagogy-focused workshops, book groups, learning communities, or communities of practice.
Evidence
Possible sources of evidence include the following:
Annual report
Letters from mentees or co-instructors
Mentee success (e.g., promotion) or award nominee success
Annual report by colleagues/mentees highlighting impacts on their teaching
Teacher retention
Subdomain (3 of 3): Developing and Disseminating Teaching Knowledge
Activities and Criteria
Does the faculty member contribute to or advance teaching-related knowledge or literature?
Activities include, among others:
Publishing peer-reviewed teaching-related articles (SoTL), informal blogs, and other resources.
Presenting at teaching conferences and symposia (locally through internationally).
Disseminating teaching materials and course curricula both internally within UVA and beyond
Contributing to teaching-focused, grant-funded work.
Having graduate students in the education sub-fields.
Giving teaching talks/workshops for general audiences
Facilitating relationships between the institution and non-classroom learning community audiences.
Evidence
Possible sources of evidence include the following:
Annual reports that include citations of teaching-related scholarship or public-facing pedagogical work
Copies of conference proposals, grant proposals, presentation abstracts, published manuscripts, etc.
For disseminating curricula, evidence that the materials are being used elsewhere